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Confronting Institutionalized Racism in Higher Education: Counternarratives for Racial Justice
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“Ask the Asian! He Knows!”: Dismantling the Model-Minority Stereotype in Mathematics
No full textTwo firsthand experiences with the stereotype “All Asians are good at math” are shared—one as an undergraduatemathematics student and another as a teacher of mathematics. Although the two episodes are separated by nearly twentyyears, the experiences are remarkably similar. The article discusses the origins of the stereotype, as well as how it racializesthe subject of mathematics and burdens members of the Asian American community. Through narrative storytelling, adviceis offered on how to confront and defuse racial prejudice in mathematical settings
Editors\u27 Notes
No full textJohn R. Chaney, JD City University of New York - LaGuardia
John R. Chaney, JD is an Associate Professor and former director of Criminal Justice programs at LaGuardia where he currently teaches Corrections & Sentencing. Before entering the world of academia he served as Executive Director for the Brooklyn District Attorney’s Office’s nationally acclaimed ComALERT reentry program while simultaneously serving as the New York State coordinator for the Kings County Re-entry Task Force. He is an advisory board member for New York State\u27s Queensboro Correctional Facility and his work in developing prisoner reintegration projects has received formal recognition by the NY City and State legislatures.
Colleen P. Eren, PhD William Patterson University
Colleen Eren is a criminologist and associate professor at William Paterson University. Her books include The Crisis and Bernie Madoff, The Impact of Supreme Court Decisions on U.S. Institutions, and Reform Nation: The Movement to End Mass Incarceration, published in 2023 with Stanford University Press and reviewed in this issue.
Intersections and Opportunities: The Implementation of Correctional Educational Programming and Complex Needs of Returning Citizens
No full textCorrectional education provides either a metaphorical bridge or additional barrier between incarceration and community. Although members of a community of education professionals, correctional educators serve incarcerated individuals within a more complex and evolving ecosystem of custody, discipline, and security. Correctional educational programs and correctional educators’ practices are of special consideration when discussing returning citizens’ reentry into society. This reflection interrelates personal experiences in a range of professional educational settings with recent research to illuminate thematic/topical opportunities for improving correctional education programming’s ability to support and expand existing resources available to returning citizens
Backlash: The Primordial Response to (Teaching) Critical Race Theory and U.S. History
No full textAlthough Critical Race Theory (CRT) is an academic framework that students are not likely to encounter before college graduate levels, it has been targeted for how topics related to race and racism in U.S. historical context should be addressed in K-12 and tertiary curricula. This author argues that the heightened attention to CRT across local, state, and federal legislature reflects a primeval response that is rooted in whiteness and repulsive towards truth-telling, consciousness-raising, and justice-oriented action. Utilizing Isabel Wilkerson’s conceptualization of ‘caste’ and pivotal moments in U.S. history that center the lives and experiences of racialized people, the paper aims to show that the instinctive response is consistently activated to stymie any shift perceived as threatening to U.S. racial order.
Keywords: backlash, caste, critical race theor
Benefits of Engaging Head Start Parents in Emotion Socialization Practices
No full textDeveloping social-emotional skills can improve children\u27s happiness, experiences, and ability to establish positive relationships. Children from low-income families experience higher risk factors than their middle- and upper-class counterparts. Hence, fostering these skills early at home and in the classroom is essential. Past research demonstrates various interventions to reduce problem behaviors and improve emotional socialization in children, as well as the impact of educating parents on effective emotion socialization practices. Tuning in to Kids Online (TIKOL) is an emotion socialization parenting program aiming to support parents\u27 understanding of children\u27s social-emotional development and employ an emotion coaching style to help children understand, label, and regulate their emotions. This study examined the engagement, effectiveness, and acceptability of TIKOL in a small sample of Head Start parents. Findings support the use of TIKOL to improve parents\u27 emotion coaching practices, reduce parents\u27 distressing reactions to children\u27s behavior, and reduce parent-reported child conduct problems.
 
Behavioral Consultation in Inclusive Preschool Classrooms
No full textThe purpose of this report is to describe a behavior consultation model that has been successfully tested in early childhood classrooms. A behavior consultant can assist in a teachers’ use of behavior analytic techniques, which have proven successful in classroom settings when applied. Recommendations for choosing a behavior consultant and successful behavior strategies are presented
An Investigation of Kindergarten Readiness Based on Early Literacy Inventory Scores
No full textThe term “kindergarten readiness” lacks a formal definition. The need for a single, widely accepted definition for this term is necessary for teachers and educational leaders to prepare children and their families for the start of formal education. This study was conducted to understand the perceptions of preschool and kindergarten teachers concerning typically developing students on day 60 of kindergarten in the state of North Carolina. Focus groups were used to determine particular skills that a kindergartener should exhibit by that point in school in order to be successful during that year. Both groups of teachers were knowledgeable about the developmental continuum kindergartners should follow in order to achieve needed skills according to the North Carolina Early Learning Inventory. A second finding was that kindergarten teachers scored students lower than preschool teachers on the anticipated ability of their students to achieve a skill. All teachers considered some skills were introduced in the inventory prematurely. Participants within this study perceived school readiness as skills that students should exhibit on day 60 of kindergarten that would allow for them to have a successful kindergarten year. Some skills that would be typical on day 60 of kindergarten are that students are: able to control their emotions and understand the emotions of others, understand how to behave in familiar environments when routines and procedures do not change, and are able to discriminate the sound that an alliteration and rhyme make but may not be able to explain the reason for the alliteration or rhyme.
CUPA-CURE: An adaptable, computational research experience manually annotating uncharacterized proteins within the cotton genome
No full textThe Cotton Uncharacterized Protein Annotation Course-based Undergraduate Research Experience (CUPA-CURE) engages students in an authentic research experience that contributes to the functional characterization of the cotton genome by manually annotating cotton proteins of unknown function. As a characteristic High Impact Practice (HIP), this CURE provides students with benefits such as increased engagement and confidence in the field while at the same time developing subject-specific skills in bioinformatics and literature review. Learning Objectives address recommended subject-specific content in molecular biology (Structure and Function Core Concepts from AAAS ‘Vision and Change), core competencies in bioinformatics (NIBLSEs), and basic scientific literacy skills related to finding and evaluating sources (TOSLS). Results from pre/post-surveys show students reported an increase in confidence in practical bioinformatics skills, attitudes about research, and in their ability to complete independent research. A pipeline has been established for public data curation of student results. Interested students can continue to be involved with manuscript submission and revisions as authors in a microPublication article which are further indexed in the CottonGen database